Creating Opportunities for Guatemalans

Educating to end Poverty

aka Asocición Creando Oportunidades   |   Granite Bay, CA   |  https://www.creatingopportunitiesforguatemalans.org/

Mission

Our mission is to provide educational support in San Antonio Aguas Calientes, Guatemala, through sponsorships to children of families living below the poverty line so that they can attend school. We operate an after-school program to teach the students English and Math as well as to provide homework support. The students participate in a structured Reading program to help students improve their level of reading and to instill a love of reading. We provide adult vocational programs of sewing, computers and English to elp adults living in poverty to better provide for their children.

Ruling year info

2017

Executive Director

Vicki Horsfield

Main address

6022 Princeton Reach Way

Granite Bay, CA 95746 USA

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EIN

81-2791505

NTEE code info

Public, Society Benefit - Multipurpose and Other N.E.C. (W99)

Education N.E.C. (B99)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

According to Education Fund - Guatemala (https://www.icef.com/education-fund/guatemala/), "the vast majority of Mayan-Guatemalans lack basic literacy skills. In rural Guatemala, home to most of the indigenous population, only 58% of Mayan males and only 35% of Mayan females can read or write." As lack of educations translates into lack of marketable skills, many of these people, especially females and their children live in extreme poverty.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Sponsorship, education

To provide sponsorship to children of families living below the poverty line in Guatemala so that they can attend school; provide skills-training to adults to improve their employability.

Population(s) Served
Children and youth
Adults

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of students with good social and leadership skills and self-discipline

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of students showing interest in topics related to STEM

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of program participants who receive a secondary school diploma or GED

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Number of children who have emerging literacy skills such as beginning letter recognition and phonological awareness, story comprehension, and use of writing materials.

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Decreasing

Number of students demonstrating responsible behaviors and work habits

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of students at or above a 90% attendance rate

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of students who demonstrate the desire to succeed in the academic setting

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of graduates enrolled in higher learning, university, or technical/vocational training

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Number of children who have the ability to understand and comprehend communication

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of students who demonstrate writing ability

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of children who have knowledge of quantitative concepts, spatial relationships, and sequencing. Children show interest and the ability to apply measuring, categorizing, and sequencing in real-life situations.

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of children who have the ability to use language for expression and to communicate with others

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of students who demonstrate improved overall literacy

This metric is no longer tracked.
Totals By Year
Population(s) Served

Ethnic and racial groups

Related Program

Sponsorship, education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Our goal is to raise the level of education for Mayans in Guatemala by supporting their education from preschool and primary school through higher education, whether it be in university or in a technical school. Our women empowerment programing builds self-confidence as well as providing skill development in agriculture/husbandry and sewing.

2030 Sustainable Development Goals is to have 7-10 students graduate from or attend University in a range of careers.

Our student program provides school sponsorship, homework support , English classes and Math tutoring for children from pre-school through higher education. Career workshops and leadership activities for middle and high school students broadens how students see themselves and the opportunities that await them if they are motivated. Extra curricular tutoring is also provided in math and science as these areas are lacking in the public school system.

Our organization has a good financial support base that is dedicated to seeing our sponsored students receive a quality and useful education. Our dedicated local staff ensures guidance and assistance to the students in their school work, as well as maintains a close liaison with each student's school and teachers. Our base of permanent volunteers ensures that our students become proficient in Math and English. Our solid Adult vocational-skills program provides the parents with skills acquisitions as a means to earn a higher income.

Since initiating our organization in 2014 with 6 sponsored students and 1 Guatemalan employee, our organization has grown to 87 sponsored students in 2021, with 5 Guatemalan employees. In 2018, we started a preschool to help better prepare children living in poverty for entry into primary school. In January, 2020, 2 of our high school graduates and 2 Guatemalan staff entered university, with one more Guatemalan staff member entering university in January, 2021. This fall (Oct, 2021), we will see 6 of our students graduate from high school; and in January, 2021, 5 more students will enter university. Our sewing skills program has developed into a solely Guatemalan-operated website (https://www.manosdemaya.com/) and Facebook page (https://www.facebook.com/search/top?q=manos%20de%20maya), where the program participants sell their products, with the help of US based volunteers. In 2015, we initiated an in-house library with a small donation of books, and developed our "Love of Reading" program. We are currently working with Libraries for the World. org to transform our in-house library into a Community Library, available to all who live in our village. Our Nutrition Education and Community Garden Programs have helped our moms put more nutritious meals on the table for the families, which in turn helps our students to become better learners.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    We serve Mayan families living in the community of San Antonio Aguas Calientes, Sacatepequez, Guatemalan. Mayans represent 45% of the population of Guatemalan with a illiteracy rate of 60%. Education is free yet costly as there are a lot of additional materials/supplies students are required to have including uniforms. Given the high illiteracy rate, parents aren't capable of helping their children with school work. We serve approximately 85 students. Meetings with students and their families are held monthly.

  • How is your organization collecting feedback from the people you serve?

    Focus groups or interviews (by phone or in person), Case management notes,

  • How is your organization using feedback from the people you serve?

    To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    On a limited basis, we provide food baskets to the very economically impoverish. However, for over the two last covid years, we have provided all our families with food baskets on a bi-monthly basis.

  • With whom is the organization sharing feedback?

    Our staff, Our board, Our funders,

  • How has asking for feedback from the people you serve changed your relationship?

    Staff (paid and volunteer) maintain solid relationships with our students and their families. We have several older students working on their entrance exams for the University, which 5 years ago was just a dream. Our single mom households, which unfortunately there are many, have increased their outlook in a positive way for the future of their family. They are consulted when new adult programing is started and are involved in the decision making process of ongoing adult programs.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback,

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

Creating Opportunities for Guatemalans
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Creating Opportunities for Guatemalans

Board of directors
as of 7/11/2021
SOURCE: Self-reported by organization
Board chair

Andrea Chisholm

Creating Opportunities for Guatemalans

Term: 2017 -

Andrea Chisholm

Retired Lawyer

William Garcia

Creating Opportunities for Guatemalans

Riley Starr

Businessman

Sue Bohenstengel

Retired Businesswoman

Nosberto Loo

Businessman/Engineer

Dustin Johnson

Accountant

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Not applicable
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No

Organizational demographics

SOURCE: Self-reported; last updated 07/11/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 07/11/2021

Policies and practices developed in partnership with Equity in the Center, a project that works to shift mindsets, practices, and systems within the social sector to increase racial equity. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.